Published
2022-03-01
Issue
Section
Articles
How to Cite
Impact of E-Learning on INTTIC Students during the COVID-19
Ehlem Zigh
LaRATIC Laboratory, National Institute of Telecommunications and ICT of Oran, El M’nouar, Algeria.
https://orcid.org/0000-0002-4161-8582
Rime Hanane Abdalli
Department of Sociology, Faculty of Arts and Sciences, Gaziantep University, Turkey.
https://orcid.org/0000-0003-1797-3848
Belkacem Kouninef
LaRATIC Laboratory, National Institute of Telecommunications and ICT of Oran, El M’nouar, Algeria.
https://orcid.org/0000-0002-4665-3467
DOI: https://doi.org/10.20448/jeelr.v9i1.3738
Keywords: E-Learning, COVID-19, Likert scale, Moodle, INTTIC, Lockdown, Effectiveness.
Abstract
The COVID-19 pandemic forced much of the world into lockdown. For that reason, INTTIC switched from blended learning to total e-learning. In this paper, we explore the impact of e-learning on INTTIC students during the COVID-19 lockdown. To this end, we focus on four main variables: the effectiveness, the cost, the flexibility, and the independent work involved in e-learning. Our results show that e-learning cannot be entirely effective without the teacher’s online interaction. It is budget-friendly because students can save on transportation, food and daily school expenses, and it offers students a large degree of flexibility. Nevertheless, almost all students struggle to complete their homework on a deadline. The main causes could include the psychological aspects of lockdown, the lack of prior experience with total e-learning, and a need for teachers' supervision. Future research should study the impact of e-learning on teachers during the COVID-19 lockdown.